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FIRST CIRCLE 



English Grammar, 



Tt^ RF'^ICKROY. 



Activity is a law of childhood; therefore accustom the child to do. 

— Pestalozzi 

Practice always precedes theory. We do the thing before we understand why 
we do i/.— A€^si2. 

SAINT LOUIS: 

PUBLISHED BY THE POLYTECHNIC PUBLISHING COMPANY. 

1875. 






Entered according to Act of Congress, in the year 1875, by 

THE POLYTECHNIC PUBLISHING COMPANY- 

Of Saint Louis, 

In the Office of the Librarian of Congress^ at Washington* 



Preface. 



The following is the first of a series of little books designed to treat 
the subject of Grammar inductively and synthetically. In its widest 
sense, grammar treats of the elements of language, and hence its study 
begins with the first day of the child's school life. 

Two objects are sought in language culture : I. To enable the pupil 
to express his own thoughts, and 2. To enable him to gain knowledge 
from what others have written. 

School instruction usually begins with the study of letters. The 
child, in learning to read and spell, learns words and grasps the notions 
which they express. He thus learns the use of language before he 
studies the principles on which it is based. While this process is 
going on, the habit of correct speaking should be cultivated. Every 
error should be corrected when it occurs^ nor should this be postponed 
to a later period. 

When the child begins the Fourth Reader, he is capable of reflecting 
on the forms he has been accustomed to use. His powers have been 
so far developed that he may begin a systematic study of language. 

This Circle is designed to conduct him through the first stage of this 
technical study. At first a few principles only are presented and eluci- 
dated. That these may be thoroughly fixed in the mind, ample drills 
are prepared with suggestions by which the teacher can extend them 
AS far as may be deemed necessary. The principle of this book is the 
minimum of statement and the maximum of exercise. This will give 
concreteness to the instruction, and prevent the cramming of the mem- 
ory with incomprehensible statements. 

The pupil must learn how to express his own thoughts — he must 
learn the use of oral and of written language. As the exercises are to 
be prepared in writing, the pupil will learn practical composition. He 
learns how to express thought and how to clothe it in its accustomed 
forms. Capitals and punctuation marks are learned and fixed by suit- 



4 Preface. 

able exercises, and then their use is continually required in the follow- 
ing exercises. Thus the pupil will learn, in a practical way, the grant" 
maticalt lexical and rhetorical elements of the language, and at the, 
same time, he will have gained a cultured power. 

The historical element of the language will receive the care its im- 
portance demands. In the earlier Circles, English and German will be 
compared for two reasons : 

I . These languages have a common origin, both being Teutonic or 
Gothic, and 2. The English is so extensively studied by Germans that 
the labor of acquiring either language will be lessened, if all techni- 
cal terms are identified and the agreements and differences are clearly 
pointed out. The companson itself is of great educational value, espe- 
cially as a preparation for the study of literature. 

While the method of the Circles is inductive and synthetic, the analy- 
sis of thought will not be overlooked. Since language is the product 
of the discursive faculty and this faculty has its laws of actign, it is evi- 
dent that the elements of language may be reduced to a few funda- 
mental types. Beginning with subject and predicate, element after 
element will be introduced until sentences of th most involved struc- 
ture QXQ fully mastered. 

From this it will be seen, that the author has attempted to unify the 
prominent tendencies ot the age, by combining the prominent features 
of each. 

On the psychological side, the plan and arrangement, it is believed, 
will accord with the laws which govern mental development. 

Mr. Thomas Davidson has read the MSS. and proofs, and has 
made many valuable suggestions. 

The Table of Contents will best exhibit the plan of the book. 
St Louis Aug. 1875. 



Table of Contents. 



CHAPTER I. The Sentence and its Parts. (Page 9-16.) 

T. Principles Elucidated. Pagb. 

1. Objects [Gegenstdnde) 9 

2. Objects and Words (^Gegenstdnde und Worter) lO 

3. The Sentence {Der Saiz) , lo-ii 

4. The Parts of the Sentence {Die Glieder des Satzes) 11 

5. The Subject {Das Subjekt) 11-12 

6. The Predicate* (i^dJi^ Prddikat) 12 

II. Practical Drills. 

1. Marking the subjectand predicate , 12-13 

2. Filling Blanks , 13 

3. Composing Sentences with a given subject 13 

4. Composing Sentences with a given predicate 13 

5. Composing Sentences of given words 13 

6. Marking Sentences having limited subjects 14 

7. Marking Sentences having limited predicates 14 

8. Marking Sentences having both members limited 14 

9. Marking transposed Sentences 15 

io« Marking selections from Reader. ,^,0, , 16 



6 Table of Contents. 

Page. 
CHAPTER II. Kinds of Sentences {Satzarten), f 17-21.) 

I. Principles Elucidated. 

1. Sentences presented ...,..•, 17 

2. Inferences drawn , 17 

3. Sentences defined, viz: 

{a). The Declarative sentence (Z><?;^ Erzdhlsatz) 18 

(<5), The Conditional sentence {^Der Bedingungsatz) 18 

(^). The Imperative sentence {Der Befehlssatz) 18 

[d). The Interrogative sentence {Der Fragesatz) 18 

[e). The Exclamative sentence (Z>^r y^^/jr^jfl/z) 19 

II. Practical Drills. 

1. Telling the kind of sentence 19 

2. Changing given sentences into the other kinds 20 

3 . Separatin g given extracts into sentences „ 21 

CHAPTER III. Punctuation {Zeichensetzung). (22-24.) 

I. Principles Elucidated. 

1. The use of the Period ( ^^r /*^/;?/^/) 22 

2. The use of the Interrogation Point {^Das Fragezcicheit) 23 

3. Theuseof the Exclamation Point (Z)«j^2/jr?//^?2^j^e/<:>^f«) 23 

II. Practical Drills. 

1. Punctuating given sentences ^.., 24 

2. Punctuating given extracts 24 

2. Punctuating extracts to be dictated 24 

CHAPTER IV. Capitals {Grosse Anfangsbuchstaben). (25-28.) 

1. Seven simple rules for Capitals .,......„ \25 

2. Exercises on these rules 26 

3. Correcting a letter 26-27 

4. Correcting given extracts 27 

5. Correcting sentences to be dictated 27-28 

6. Writing lists of geographical names _... 28 

7. Writing paragraphs dictated from i?<?«^(?r 28 



Table of Contents, 7 

Pages. 
CHAPTER V. The Noun [Das Namenwort). (29-34 ) 

Review of principles and general divisions...., 29 

1. Words denoting objects defined 30 

2. Five exercises in naming objects 31-32 

3. The recognition of Nouns, viz : 

(«). In given sentences , 2>o 

(^). In selections from ^^«^^r 43 



CHAPTER VI. The Verb {Das Thdtigkeitswort), (35-39.) 

1. The energies of objects , 35-37 

2. Naming of words denoting the energies of objects 37-3^ 

3. The recognition of Verbs, viz 

(a.) In given sentences 38-39 

(^.) In selections ixovsx Reader 39 



CHAPTER VII. A.6?^QC\iiMQ^ {Eigensckaftsworter), (40-43.) 

1. Words denoting the qualities of objects.... 40-41 

2. Words denoting qualities defined 42 

3. The recognition of Adjectives, viz 

(fz.) In given sentences 42-43 

(b.^ In selections from ^^^^^r 43 



CHAPTER vni. Words and Syllables ( W'orter und 
Silben), (44-46.) 

1. Words defined , 44 

2. Syllables defined. Exercises 44 

3. Words classed by Syllables. Exercises 45-4^ 

CHAPTER IX. \.Q\,t&r^ {Buchstaben). (47.) 

1. Forms of Letters 47 

2. Vowels and Consonants. Exercises 47 



Table of Contents. 

Pages. 
CHAPTER X, Sounds {Laute). (48-50.) 

1. Vowel- sounds and Consonant-sounds 48 

2. Classification of Vowels, viz 

(^.) Primitive vowels {^reine Selbstlaute) 48 

(^.) Derivative vowels, {Umlauie) 49 

(c.) Diphthongs, {^Doppellaute) 50 

3. Exercises , 50 

CHAPTER XI. Quantity of Vowels {Dehnung und 
Schdrfung) . (61 -52.) 

1. Long and Short Vowels. Exercises 51 

2. How Long Vowels are noted 52 

3. How Short Vowels are noted. Exercise 52 

CHAPTER XII. Consonants {Mitlaute). (53-60.) 

1. Semi-vowels and Aspirates. Exercise.. 53 

2. Trills. Exercise 54 

3. Nasals. Exercise 54 

4. Explosives. Exercise 55 

5. Continuants. Exercise 5^-57 

6. Correlatives. Rules. Exercise 58 

7. Miscellaneous exercises 59 

8. Test Exercises for Review 60 



CHAPTEE I. 

The Sentence and its Parts 

(Der Saiz und seine Eintheilung), 



1. Objects (Gegenstdnde). 

j|@*Let the teacher call attention to the things in the 
school room; for instance, let her point to the desk 
and ask — 

How do you know that this desk is here? [^I can see 
it, and I can touch it.'] Tap the bell. A sound will be 
heard. Take an apple. It may be tasted. A flower 
may be smelt. Now ask such questions as these : 
What things can you see f What things can you hear f 
What things can you touch ? What things can you smell ? 
What things can you taste f 

Is there anything that you cannot see^ hear, touchy 
taste or smell? Yes. There are things which I ean 
THINK. I can THINK things, such as nothing^ no- 
body, something, power, truth, wisdom, goodness, etc. Bj 
what means may we know objects ? \_Through our senses 
or through our understanding."] Hence — 

Definition. — Anything that we can seSy hear^ 

touchy tastCy smell or thinky is called an Object 

{(jegenstand). 

Exercise {Uebung). 

Ji^^ Let the pupil write the names oi five objects he 
can see, hear, touch, taste, smell, think. 



10 Mrst Circle in English Grammar, 

2. Objects and Words (Gegenstdnde und W'drter), 

|®*Let the teacher take a rubber and erase some- 
thing from the blackboard. Ask: What does the rubber 
do? \_The rubber rubs out, or erases.'] Let the pupils 
write this sentence on their slates. After all have writ- 
ten it carefully, let the teacher write it on the board, 
and ask her pupils what the crayon does? {7 he crayon 
marks.) Let this sentence be written as before. 

Now let the teacher ask Where is the rubber^ Where 
is the chalk f From such examples and such questions 
the difference between an object and a word may be 
clearly brought out. 

Let the teacher continue this exercise until the dis- 
tinction between an object and a word is clearly 
apprehended by her class. Words relate to objects. 
In the sentence Trees grow, both words relate to trees. 
So in any group of words. The various elements of 
an object are pressed out (ausgedrucM) into words. 
Hence — 

Definition. — A Word is what is spoken or 
written to denote an object^ or to express something 
about it. 

3. The Sentence {Ber Satz). 

jj^*" Let the teacher write several sentences on the 
board. 

Exercise ( Uebungy 

Henry writes. Charles laughs. Mary plays. George 
reads. William jumps. Birds sing. 

Jl®* These words denote objects^ and tell something about 
them. 



First Circle in English Grammar. 11 

. Model. — ^' Henry writes/' In these words something 
is said of Henry, It is said that he writes. 

Bach sentence should be analyzed in this way. 

Remark.— We think objects sls acting, as in some condition, but when 
we come to formulate our thought in language, we expand it into two or 
more words. A Sentence is a thought expressed in words. The object 
supplies the matter, but the mind thinks it into form. Hence— 

Definition. — A Sentence is a word or com- 
bination of words in which something is said of 
an object. 

4. The Parts of the Sentence (Die Glieder des 
Satzes). 



In every sentence there are two parts, viz : 

1. The word or words denoting the object about 
which something is said. 

2. The word or words expressing what is said 
of thb object. 

Exercise ( Uehung) II. 

Birds fl}^ Squirrels frisk. Eabbits burrow. 

Frogs leap. Eagles soar. Serpents hiss. 

Bears growl. Doves coo. Cattle graze. 

Model.—" Birds fly." Birds denotes the object about 
which something is said. Fly expresses what is said of 
these objects. 

5. The Subject (J)as Subjekt). 

The word or words denoting the object about which 
something is said, is called the Subject. Hence — 

Definition. — The Subject is the word or 
words denoting the object about which some- 
thing is said. 



12 First Circle in English Grammar, 

Exercise ( Uebung) II. 

Kites fly. Kittens play. Balls bounce. 

John talks. Sarah sings. Emma cries. 

Model. — "Kites fly." Kites is the Subject, because 
this word denotes the object about which something is 
said. 

JS®=" Be careful to associate the words subject and 
object about which something is said, 

6. The Predicate (Das Prddikat). 

i^^ The word or the group of words which assert 
[say, tell,] something about an object, is called the Pre- 
dicate. Hence — 

Definition. — The Predicate is the word or 
words which assert [say, tell,] something about 
an object. 

Exercise {Uebung) II. 

George draws. Emile reads. Frank walks. 

James studies. Mollie sings. Maggie plays. 

Model. — ^* George draws." Draws is the predicate, 
because this word asserts something about the object 
George, 

Jl^* Be careful to associate the words Predicate and 
asserts something about an object. 

Exercise (Uebung) TV. 

Jgi^p* Copy the following sentences, and mark the subject 
and predicate by drawing a single line under the subject, and 
a double line under the predicate: — 

Model. — Boys play. 



First Circle in English Grammar. 13 

1. Crows croak. 5. G-irls laugh. 9. Horses neigh, 

2. Birds sing. 6. James hides. 10. It snows. 

3. Children romp. 7. Clara sings. 11. We walk. 

4. George skates. 8. Jane dances. 12. Tou talk. 

Note to the Teacher —Let your pupils prepare their exercises on 
paper, and, after correction, wi'ite them in exercise books. 

Exercise ( Uehung) Y. 

Ji^°* Complete the following sentences, writing them neatly 
on paper and marking the subject and predicate. 

1 reads. 5. Harry 9. Percy 

2. Boys 6 sleeps. 10. Birds 

3 ......play. 7 runs. 11. Horses 

4. Girls 8 talk. 12 sings. 

Exercise ( Uehung^ VL 

I®* Form sentences, using the following words as subjects, 
writing them a7id markifig them as before. 

Apples, oranges, melons, houses, cars, bridges, geese, 
oxen, mules, sheep, wagons, horns, toys, dolls. 

Exercise ( Uebung) YII. 

jg®* Form sentences, using the following words as predi" 
cates, writing them and marking as in Ex. V. 

Yells, crow, whistle, hiss, run, talk, write, bellow, 
squeal, wave, roll, fly, study, romp, play. 

Exercise (Uebung) YIII. 

j|@* Form sentenceSy using the following words only : 
Eead, sing, birds, boys, cry, children, swim, fly, kites, 

fishes, hiss, bite, snakes, dogs, chirp, tick, crickets, 

clocks, prance, horses, balk, jump, mules. 

la 



14 First Circle in English Gramwar. 

Exercise (Vebung) IX. 



The subject may consist of two or more words. 
Model. — Three very interesting children came. 



1. The old hollow tree fell. 

2. The beautiful new sled broke. 

3. The grand old ocean roars. 

4. His three pleasant friends left. 

B. My teacher's youngest daughter came. 

6. The beautiful spring flowers wither. 

7. Her pretty new hat blew off. 

8. All his good pupils study. 

9. The four daring robbers ran away. 
10. His two thousand peach trees blossom. 

Exercise (Uebung) X. 

I®* The predicate may consist of two or more wordi. 
Model. — The tree bore twenty bushels of apples. 



1. He received three splendid presents. 

2. I bought six new school books. 

3. Boys love stories about Indians. 

4. Girls are fond of dolls and hoops. 

5. We saw the boys flying their kites. 

6. Ships roam over the wild oceans. 

Exercise (Uebung) XI. 

1^^ Copy and mark the following sentences. 

1. Every good boy studies diligently. 

2. My mother gave me two large apples. 

3. Three grey foxes ran across the fields. 

4. I bought a beautiful new toy. 

5. A very young child was lost in the woods. 

6. The floating ice lodged on the island. 



First Circle in. English Grammar, 15 

Model-. — ^^ A good boy studies diligently/' 



A good boy-is the subject, because these words denote 
the object about which something is said. " Studies 
diligently*' is the predicate, because these words assert 
something about the object boy. 

f®* Mark and analyze all the sentences in the same way. 

Exercise {Uebung) XII. 

n^ Copy, mark and analyze the following sentences. 
Bead an entire sentence, and let pupils write from dictation. 

1. The monkey is a very curious little animal. 

2. He is exceedingly fond of mischief. 

3. A monkey was once given to a lady as a present. 

4. Monkeys are very apt to imitate people. 

5. This lady had given her little daughter a doll. 

6. One day the monkey undertook to wash it. 

7. At first he rubbed it all over with soap. 

8. Afterwards he rubbed it with a towel. 

9. Thus the doll's face was entirely spoiled. 

Rbmark.— The teacher should note the peculiarity ol the last four sen- 
tences, the subject being placed between the parts of the predicate. 

Exercise (Uebung) XIII. 

I®* As the subject is frequently placed after the predicate^ 
or between its parts, it is necessary to drill pupils carefully 
upon transposed sentences. These two questions should be 
asked and applied with each sentence : What words denote 
the object about which something is said ? What words 
assert something about the object ? 

1. Mine are the gardens of earth and sea. 

2. The stars themselves have flowers for me. 

3. The defeat of the enemy is certain. 

4. Gold and silver have I none. 



16 First Circle in English Grammar. 

5. Low was our pretty cot. 

6. A Racred thing is that old arm chair. 

7. That beautiful Turkish carpet is new. 

8. Peter's wife's mother lay sick of a fever. 

9. Never before did I see her look so pitle. 

10. There were about twenty persons present. 

11. Slowly and sadly we laid him down. 

12. There is a melancholy music in autumn. 
Model. — Thus ebbs and flows the current of her life. 



There is a God. 



Ask, what words constitute the subject ? Why ? 
What words constitute the predicate ? Why ? 

Exercise {Uebung) XIV. 

' Mark the subjects and predicates in the following 
extract : 

The lion is from three to four feet high, and from 
six to nine feet long. His strength is very great. By 
a single stroke of his paw, he can break the skull of a 
horse. A large lion can drag off an ox. The color of 
the lion is a yellowish red. He roams about in the 
forests of Asia and Africa, and is a terror to man and 
beast. If the lion is taken young, he can be tamed. 
He will even show marks of kindness to his keepers. 
But it is dangerous folly to get into his power. 

Exercise (^Vebung) XV. 

il@"The pupil should now be required to select the 
subjects and predicates in sentences in the reading les- 
son. If the foregoing drill has been thorough, this will 
aid him in grasping the thought of the selections he 
reads. 



First Circle in English Grammar, 17 



CHAPTEE II. 
Kinds of Sentences {Satzarten) 



' Let the teacher write the following sentences on 
board : 

1. The bird sings. The bird may sing. 

2. If the bird sing, he is valuable. 

3. Let the bird sing. 

4. Does the bird sing? 

5. How the bird sings ! 

i|@^ The pupils should nouj be led to make the following 
inferences : 

1. The words, ^^ The bird sings/' *' The bird may 

sing," state something as actual or possible. 

2. The words, " If the bird sing, he is valuable," state 

something as depending on something else. 

S. The words, " Let the bird sing," express a com- 
mand, 

4t. The words, *' Does the bird sing ?" ask a question. 

5. The words, "How the bird sings !" express an 

exclamation, 
S^^ From this we learn that a sentence by its forrn may 
express one of five things : 

1. It may state something as actual or possible. 

2. It may state something as depending on some- 
thing else. 

3. It may state something as commanded. 

4. It may state a question. 

6. It may express feeling. 



18 First Circle in English Grammar. 

There are, therefore, five kinds of sentences, viz : 

1. A sentence which states something as actual or 

possible, is called a Declarative Sentence {Ein 
Erzdhlsatz), 

Examples (Beispiele). 

John writes. John does not write. 

The boy can study. The boy cannot study. 

They may go. They may not go. 

He came yesterday. He did not come yesterday. 

2. A sentence which states something as depending 

on somethinc^ else, is called a Conditional Sen- 
tence (Ein Hypothese Satz), 

Examples (Beispiele), 

If it rain, I cannot come. 

If I were you, I would study diligently. 

If you wait, I will go with you. 

If the sun shine, the snow will melt. 

3. A sentence which expresses a command, is called 

an Imperative Sentence (Ein BefeJilssatz). 

Examples (Beispiele). 

John^ bring me the book. 
Let the boy go home. 
God bless our native land. 

4. A sentence which asks a question, is called an 

Interrogative Sentence {Ein Fragesatz,) 

Examples {Beispiele), 

Will your brother come to-morrow ? 
Is the world round like a ball ? 
Do all rivers flow into the sea ? 



First Girde in English Grammar. 19 

5. A sentence which expresses feeling, is called an 
Exclamative Sentence (Ausrufesatz, Wunscfisatz), 

Examples {Beispiele). 

How I loved the boy ! 

O that I were a child again ! 

What a wonderful being is man I 

Exercise ( Uehung) I. 

&^ Tell the kind of each of the following sentences : 

1. Lambs play. 6. Do fishes swim ? 

2. Do lambs play ? 7. FTow the horse runs! 

3. How lambs play ! 8. How green the fields look ! 

4. Let the lambs play. 9. Let him g© . 

5. If the lambs play, 10. Come to me, child. 

they are well. 

Exercise {Uehung) II. 

W^ Tell which of the following sentences are Declara- 
tive ? which Conditional ? which Imperative ? which 
Exclamative ? \vhich Interrogative ? 

1. Can it fly ? 7. If he studies, he learns. 

2. Let it go. 8. We want to skate. 

3. How it spins ! 9. How they hurry ! 

4. It is nice. 10. Will it bite ? 

5. We can come. 11. Do trees grow ? 

6. Let us alone. 12. It is snowing. 

Exercise (JJehung) III. 

W^ Mark the subject and predicate^ and tell the kind of 
each sentence : 

1. Knowledge is power. 3. If it rain, I shall not go. 

2. Be careful. 4. How the wind blows 1 



20 First Girdle in English Grammar, 

5. Can you read this ? 9. The hunter shot a deer. 

6. Is it snowing ? 10. Are the deer shy ? 

7. God bless our home ! 11. O that I were young! 

8. The pen is mighty. 12. Were I you, I should 

study. 
Model. — Knowledge is power ^ is a Declarative Sen- 
tence, because these words state what is actual. 

Bemark.— In imperative sentences, the subject is sometimes wantiTig. 

Exercise ( Uehung) IV. 

I^" Give five forms to each sentence in Exercise L Thus : 

1. Declarative : He is studious. 

2. Conditional: If he be studious, he will improve. 

3. Imperative : Let him be studious. 

4. Interrogative : Is he studious ? 

5. Exclamative : How studious he is ! 

Exercise ( Uehung) V. 

4®* Change the following sentences into sentences of each 
of the other kinds : 

1. The first snow has fallen. 

2. There will be fine sleighing to-morrow. 

3. Is the rainbow a beautiful object ? 

4. What a wonderful structure the mind is ! 

5. Look at the snow-clad mountains- 

6. Study your lessons thoroughly. 

Exercise ( Uehung) VI. 

M&* Complete the following sentences^ mark the subject 
and predicate, and tell their kind : 

1. Do study? 3. Will to-morrow? 

2. How deep the snow... I 4. He problems. 



First Circle in English Grammar. 21 

5. John letters. 9. How the rages! 

6. The SBOw 10. Had I known it, I 

7. James grammar. 11. lean 

8. reads well. 12. The girl 

Remark.— All these exercises should be written on paper, corrected in 
the class, and then carefully copied into exercise books. 

Exercise ( Uebung) VII. 

I©" Let the pupil separate the following stanzas into sen- 
tences and tell their kind : 

I. 
The ocean eagle soared 

Prom his nest by the white weave's foam ; 
And the rocking pines of the forest roared, — 
This was their welcome home ! 
II. 
There were men with hoary hair 

Amidst that pilgrim band ; 
Why had they come to wither there 
Away from their childhood^s land ? 
III. 
There was woman's fearless eye, 

Lit by her deep love's truth ; 
There was manhood's brow serenely high 
And the fiery heart of youth. 
IV. 
What sought they thus afar ? 
Bright jewels of the mine ? 
The wealth of seas? the spoils of war? 
They sought a faith's pure shrine. 
V. 
Ay, call it holy ground, 

The soil where first they trod ! 
They have left unstained what there they found, 
Freedom to worship God 



22 First Circle in English GrammaT. 

CHAPTBE III. 
Punctuation {Zeichenselzung). 



The three points used at the end of sentences are — 

1. The Period (.) {Ber Funkt). 

2. The Interrogation-Point (?) {Das Fragezeicheny 

3. The Exclamation-Point (I) {Das Ausrufungszei- 
chen). 

Exercise {Uebung) I. 



' Let the pupils practice making and naming these 
points, until they can do so with facility. 

USE op THE PERIOD. 

The Period (.) must be placed — 

1. After Declarative sentences. 

2. After Conditional sentences. 

3. After Imperative sentences. 

4. After Abbreviations; as, The Eev. Dr. B. F. 
Dodge. 

5. After Headings; as, Lesson L (See above). 

Exercise ( Uebung) II. 

f®* Write on paper and punctuate the following : 
1 Be kind 2 Birds sing 3 If he call, I shall go 
4 Dr J H L Hugo 5 J M Wayland, Esq 6 Hon H E 
W Lewis 7 2 lbs 6 oz 8 pwt 9 grs 8 He paid 3 cts 
a piece 9 The snow storm 10 Decimals 11 James Mc- 
Cosh, D D LLD 12 Maj Gen J H S Block U S A St 
Louis^ Mo 



First Circle in English Grammar. 23 

USE OP THE INTEREOGATION POINT. 

The Interrogation-Point (?) must be placed — 

1. After Interrogative sentences. 

2. After words expressing questions. 

Exercise ( Uehung) III. 

JS®" The pupil should write and punctuate the follow- 
ing : 

1 Will he come 2 Does it rain 3 How do you do 
4 What is the fourth of 20 of 12 of 28 of 40 5 What 
is one-fifth of 4 3 6 7 9 8 10 11 17 6 Does he study 
7 You think I did not see you, eh 8 What is it 

9 Where are your flashes of merriment your gambols 
your songs your gibes 10 At 10 cents a pound what 
cost 8 lbs of sugar 5 lbs 7 lbs 12 lbs 25 lbs. 

USE OP THE EXCLAMATION POINT. 

The Exclamation-Point must be placed — 

1. After Exclamative sentences. 

2. After Exclamative words. 

Remark.— In German, the Exclamation-Point (!) {Aunufungszeichen) 
is sometimes placed after imperative sentences. 

Exercise ( Uehung) IV. 

1 How good he is 2 Alas alas what have I done 
3 Fie on him 4 Ah me how happy I'll be 5 Charge 
Chester charge 6 Oh that I could find him 7 Woe 
worth the chase 8 How perfect 9 How straight 

10 What a fine view 11 How gracefully the kite rises 
12 Ho trumpets sound a war note. 



24 First Circle in English Grammar, 

Exercise ( Uehung) V. 



• Place the proper point after each of the following 
sentences^ and tell why it should he used : 

1. The boy sings 7. Does the boy sing 

2. Let the boy sing 8. The horse neighs 

3. Does the horse neigh 9. How the horse neighs 

4. Birds fly 10. Do birds fly 

5. How birds fly 11. Let the birds fly 

6. Can birds fly 12. Why do birds fly 

Exercise {Uehung) VI. 

Jl®* Let the teacher dictate the following sentences for 
punctuation: 

Fritz, Why, what is that falling out of the bread Gold 

O father gold 
Father. Do not touch it That money is not ours 
Fritz, Whose is it, then Gold O farther 
Father, I do not know whose it can be we must inquire 

Eun to the baker's Quick, my son 
Fritz, But, Father, we are so poor Did you not buy the 

loaf 

Exercise {Uehung) VII. 

H®* Let the teacher dictate paragraphs from the reading 
lesson for the pupils to punctuate. 

Exercise ( Uehung) VIII. 

^^^ Let the teacher write on the hoard a short selection 
without any points except commas^ and require pupils to copy 
and punctuate them. 



First Circle in English Grammar. 25 

CHAPTEE lY. 
Capitals {Gross e Anfangshuchstaben). 



' No capitals should be used unless a definite rule is 
given. The rules in general use are these : 

1. Begin the first word of each sentence with a cap 

ital. 

2. Begin the words denoting an object described or 

defined with capitals. 

3. Begin with a capital the name of every person, 

place, country, section of country, or particu- 
lar object. 

Exercise (Vebung) I. 
B^* Correct and write on paper the following : 
1. the boy skates. 2. An elementary Sound is the 
simplest Sound of the language. 3. the west is Large 
4. st louis^ mo. 5. w-. r. mateer. 6. the park. 7. the 
new bridge is A Splendid Structure. 8. The united 
states of america. 9. The new merchantVexchange. 
10. the south Is Great. 11. great britain. 12. the 
german empire. 

1^^^ The following additional rules for capitals should be 
observed : 

4. The words I and O should always be in capitals. 

5. Begin the first word of every line of poetry with 

a capital. 

6. Begin with a capital all names of the Supreme 

Being. 

7. Begin with a capital the names of the months and 

of the days of the week. 

Remark.— In German, all nouns begin with capitals. 



26 ' First Circle in English Grammar. 

Exercise {Vehung) II. 

t@* Correct and write on paper the following : 
1. there is A god 2. He Came on tuesday, June 2. 
3. shall i come On Wednesday 4. you will have a ho- 
liday on thursday. 5. what a boy 6. the lord is 
my shepherd. 7. new york, monday, december 1 
8. twinkle, twinkle, little star ; 
how i wonder what you are 
up above the World so high 
like a Diamond in the sky 

Exercise (Uebung) III. 

I®" Put the following into letter form, separating into 
sentences, punctuating and putting capitals where they be- 
long : 

st louis, tuesday, february 6, 1874. 
my Dear sir : 

i Take pleasure In Informing you of my safe Arrival 
in this City my Journey hither Was pleasant i left 
london, eng on the 6th of January and Came to new 
york on the 20th from new york i Went to albany by 
the hudson river railroad and thence to niagara falls on 
the new york central. At niagara i crossed the queen's 
bridge on the grand trunk railroad and, crossing Canada, 
i came to detroit, mich i crossed the detroit river on a 
ferry boat took the michigan central railroad and came 
to Chicago, ills after a day or two's stay in Chicago i took 
the c & a r r and came to this citj' i am Stopping at the 
lin'dell hotel, on Washington avenue, and shall stay 
Here a Few days the west impresses me with its 
Grandeur st louis seems to have Great Possibilities 



First Circle in English Grammar. 27 

and Whoever lives 50 years may see a city on the mis- 
sissippi as large as the one now on the thames. 
with kind regards to Friends 
i am, as ever, 

yours truly, 

Filirex. 
Exercise (Uebung) IV. 

9^ Copy and correct the following : 

The Grey Squirrel's Fleet. 

I. 

but then did each wondrous creature show 

his cunning and Bravery ; 
with a piece of the pine-bark in his mouth 
unto the Stream came he, 
II. 
and boldly his Little bark he Launched, 

without the least Delay ; 
his bushy tail was his upright sail, 
and he merrily Steered away. 
III. 
never was there a Lovelier sight 
than that grey squirrel's fleet ; 
and with anxious eyes i watched to see 
what fortune it would meet. 
IV. 
soon had they reached the rough mid-stream, 

and ever and anon, 
i grieved to behold some small bark wrecked 
and its little Steersman gone. 
V. 
but the main fleet Stoutly held across ; 

i saw Them leap to shore ; 
they entered the Woods with a Cry of joy, 
for their perilous march was o'er. 



28 First Circle in English Grammar,. 

Exercise (Uebung) V. 



' Dictate the following as an exercise in punctuation 
and capitals. 

1. the spring months are march, april and may 

2. he can speak Italian, french and german 

8. the andes are on the western coast of South 
america 

4. bunker hill monument is near boston. 

5. this is a picture of Washington crossing the Dela- 

ware 

6. the winter months are december, januarj and 

february 

7. we write on tuesday and thursday 

8. what has become of the mohegans the iriquois 
and the mohawks 

9. the Pyrenees form the boundary between france 

and Spain. 

10. the amazon is the largest river in South america 

11. There lies in the florida strait a rock called the 
double-headed shot keys 

Exercise ( Uebung) YI. 

Mi^ Let the teacher dictate sentences containing words 
beginning with capitals for pupils to write. 

Remark.— Making lists of rivers, mountains, seas, etc., is a good ex- 
ercise. 

Exercise (Uebung) VII. 

Jl®* Let the teacher dictate a paragraph from the reading 
lesson to punctuate and write. 

REMARK.—Be careful not to select paragraphs containing long sentences. 



First Circle in English Grammar, 10 

CHAPTEE V. 
The Noun {Das Dingwort). 



In Chapter I, we learned that — 

1. Anything which we can see, hear, touchy taste, smell 

or think, is called an Object. 

2. What is spoken or written to denote an object, or 

to express something about it, is called a Word. 

3. A word or a combination of words in which some- 

thing is said of an object, is called a Sentence. 

4. The word or the group of words denoting the ob- 

ject about which something is said, is called 
the Subject. 

5. The word or the group of words which asserts 

something about the object, is called the Pre- 
dicate. 

Kemakk. —We have thus far treated the sentence as the unit of speech, but 
as the sentence is composed of words and a word is the smallest part of a 
sentence which in itself is significant, we shall proceed to classifj words 
according t@ what they express. Some words are significant by themselves, 
and are thus capable of being the bases of the parts of the sentence, while 
other words are significant only as they are associated with these basic 
words. Hence the basic words may be called Principals [notional words] , 
the others Accessories [Relational words]. In this circle we shall treat only 
of the Principals . 

As the principal words in a sentence either denote 
objects or attribute something to objects, we shall con- 
sider — 

1. The words denoting objects themselves. 

2. The words denoting the energies or powers of ob- 

jects. 

3. The words denoting the qualities of objects. 



30 First Circle in English Grammar. 

In this chapter, we shall treat only of words de- 
noting objects themselves. 

1. Words denoting Objects. 

Exercise (Jlebung) I. 

I®* Let the teacher write these sentences on the black- 
hoard : 

The sun shines. The bell rings. 

Honey is sweet. Steel is hard. 

Putty is soft. The flower is fragrant. 

Friendship is delightful. Truth is mighty. 



' JVow let such questions as these be asked : 
What shines ? How do you know ? ^Sight.'] 
What rings ? How do you know ? ^Hearing.'] 
What is fragrant ? How do you know ? iSmelL"] 
What is sweet? How do you know ? [Taste."] 
What is hard? Soft? How do you know? [^Touch.] 
What is delightful ? How do you know? [^TTiought.'] 
How do we know objects? [Through our senses or 
through our understanding.] 

What are such words as sun, belly honey, steel, putty, 
flowers, friendship, and truth called ? [Such words are 
usually called IS^ouns.] Hence — 

Definition. — A word which denotes an ob- 
ject, is called a Noun. 

Remark.— The word noun is derived from the Latin word nomen, which, 
in that language, has the same meaning as the English w©rd name. Noun 
and name, however, are not synonymous. If they were, we could say, 
What is your noun ? (name) . The word noun is used technically to denote 
one of the eight classes into which words are divided. Henee, A noun is a 
part of speech. A ward used to designate an object itself IS CALLED 
[mot is] a Noun. 



First Circle in English Orammar, 31 

2. The Naming op Objects. 
Exercise ( Uehung) II. 

Let the pupil mention and write the names of — 

1. Objects in the school-room. 

2. Objects on the play-ground. 

3. Objects in a parlor. 

4. Objects in a kitchen. 

5. Objects in a garden. 

6. Objects in the fields or parks. 

7. Objects along the streets or roads. 

8. Objects on or in a river. 

9. Objects in the sky. 
10. Objects at a fair. 

Remark.— All answers should be complete sentences. In the written 
preparation the words enumerating the objects should be separated by com- 
mas (,). Thus: In the school-room, there are hoys, girlt, desks, books 
and fnaps. 

Exercise ( Uebung) III. 

I®" Let the pupil mention and write the names of — 

1. Animals having two legs. 

2. Animals having four legs. 

3. Animals having six legs. 

4. Animals having many legs. 

5. Animals which migrate. 

6. Animals which live on land. 

7. Animals which live in the water. 

8. Animals which are domesticated. 

9. Animals which are wild. 

10. Animals which live on flesh. 

Remaek.— Examine each pupil's preparation as to spelling^ capitals send 
punctuation. Correct expression is the end to be gained. 



32 First Circle in English Grammar. 

Exercise ( Uehung) IV. 

W&* Let the pupil mention and write the names of — P 

1. Objects made of wood or stone. 

2. Objects made of iron or brass. 

3. Objects made of leather or hair. 

4. Objects made of wool or yarn. 

5. Objects made of cotton or silk. 

6. Objects made of lead or tin. 

7. Objects made of gold or silver. 

8. Objects made of marble or clay. 

Exercise {Uehung) V. 

|@* Let the pupil mention and write the names of — 

1. Things which are eatable. 

2. Things which are drinkable. 

3. Things which grow in the tropics. 

4. Things which are brought from South America. 

5. Things which are brought from the Indies. ,, 

6. Things which are dug out of the ground. : 



Exercise {Uebung) VI. 

' Let the pupil mention and write the names of — 

1. The tools which a blacksmith uses. 

2. The tools which a carpenter uses. 

3. The tools which a stonemason uses. 

4. The tools which a bricklayer uses. 

5. The tools which a tinsmith uses. 

6. The implements which a farmer uses. 

7. The tools which a shoemaker uses. 

8. The instruments which a dentist uses. 

9. The instruments which a surgeon uses. 
10. The instruments which an architect uses. 



/ 



First Circle in English Grammar, 33 

3. The Eecognition op Nouns. 
Exercise (Uebung) I. 

' Let the teacher lorite the following sentences on the 
blackboard^ and require her pupils to tell lohich tvords are 
nouns, 

1. The boy gave his sister an apple and a pear. 

2. Girls love dolls and ropes. 

3. The most useful metals are copper, zinc, iron, lead 

and tin. 

4. Gold is used for making watch-chains and watch- 

cases. 

5. The camel is of great use to man. 

6. Arthur's new sled was a present from his aunt. 

7. The picture represents a boy lying on the banks 

of a stream and throwing seeds into the water. 

8. When a man's heart is full of love, it gives him a 

kind eye, a kind voice, and a kind hand. 

Note to the Teacher.— Let one pupil iHB,y^[draw a single line beneath^ 

aU the nouns in the first sentence, while the other pupils of the class 

\ observe, correct mistakes, ^nd supply omissions. Proceed in the same way 

JL with each of the other sentences. The question, How do you knoio this 

\ woi'dto be a noun"? shouhl be asked until every noun in this exercise is 

% distinctly recognizerl. 

* Exercise {Uebung) II. 

' Let the teacher assign a short paragraph in the reader 
a\an exercise from which all the nouns are to be selected, 

j>TE TO THB Teacher,— The pupils should write lists of the nouns they 
reAgnize, which lists should be carefully examined at the recitation. 



84 First Circle in English Grammar. 

Exercise {Uehung) III. 



^Let the teacher assign for the next lesson the fol- 
lowing paragraph of the reading lesson selected. 

Note to the Teacher.— In the recitation, let the teacher read the words 
slowly, clause by clause, and require her pupils to write the nouns. The 
same lesson may also be recited orally, calling upon one pupil to mention 
the nouns m the first line, another those in the second, and so on, while the 
class observe, correct mistakes, and supply omissions. 



Exercise {Uebung) IV. 

* Jjet the next paragraph of the reading lesson selected 
constitute the following exercise. 

Note to the Teacher.— In the recitation, let the pupil designated by 
the teacher, read the first sentence, and point out the nouns, telling why 
the word is a noun . If his work is not perfect, let some other pupil take 
the same sentence, and so on until all the nouns, and the nouns only are 
selected. Each sentence should be gone over in the same way. 

Exercise ( Uebung) V. 

|@* Let the following paragraph of the selection from the 
reader be assigned for the next lesson. 

Note to the Teacher.— Let these exercises be continued until each 
member of the class can point out the nouns readily. This will require time 
and patience, but one thing thoroughly learned is so much real PRO- 
GRESS, while skimming over work has no educational value. 

Let the teacher ask with each lesson : What is a 
noun ? What does it designate f How do you know the 
object denoted by this noun ? What nouns in this lesson de- 
note things seen ? heard ? touched f tasted f smelt f thought f 



First Circle in English Grammar. 35 



OHAPTEE VI. 



The Verb {Das Thdtigkeitswort), 

1. Words Denoting the Energies or Powers op 
Objects. 

Exercise {Uehung) I. 

J&^* Let the teacher write the following sentences on the 
blackboard : 

1. John writes. 5. Trees grow. 

2. Clara whispers. 6. Eivers flow. 

3. Mary sings. 7. Honey tastes sweet. 

4. Henry studies. 8. The coat wears well. 

5^^ Let the teacher now ask: — What does John 
do? Clara? Mary? Henry? What do trees do? 
[Trees grow, that is, they can take moisture from the 
ground and gas from the air, and change them into 
wood, bark, leaves, etc.] What do rivers do ? [Eivers 
flow, that is, the drops of water move onward while 
other drops take their place.] What does honey do ? 
[Honey tastes sweet, that is, it has the power of pro- 
ducing a pleasant taste.] What does the coat do ? 
[The coat wears well, that is, the coat has great power 
to resist the forces that tend to destroy it.] Hence, 
such words as writes, whispers, sings, studies, grow, flow, 
tastes Hnd wears, denote the energies of objects. 



First Circle in English Grammar. 

Exercise ( Uebung) II. 

Let the following sentences be written on the black- 
board : 

1. Leaves fall. 5. The book lies on the desk. 

2. Balls roll. 6. The statue stands in the park. 

3. Smoke rises. 7. The child sleeps in its crib. 

4. Cork floats. 8, The old man sits in his chair. 

Note to the Teachek.— -As it is somewhat difficult to make pupils uu- 
derstand how such words as fall, rise, sit or lies express the energies of 
objects, it i3 well to consider the following facts : 

All bodies are endowed with a certain tension which makes them seek 
other bodies. This power is called the attraction of gravitation. Leaves 
fall, and balls roZZ, because there is no force to prevent their movement. 
Smoke rises, and cork floats , because air and water have a greater density, 
and consequently act with an intenser force, and since smoke and cork have 
the power to resist this opposing force, they are lifted by the re-action in 
the opposite direction. The book Ztcs and the statue stands, because the 
dcsA;>nd the earth have arrested their motion, and, by the force of attrac- 
tion , hold them in a stationary condition . The old man sits, because he has 
surrendered himself to the influence of this force . The chil d sleeps, because 
the action of its senses is suspended. 

Exercise ( Uebung) III. 

Jl^ Let the following sentences be written on the black- 
board : 

1. Nouns denote objects, and verbs assert. 

2. Grammar teaches correct speech. 

3. Mathematics treats of quantity. 

4. Adjectives limit nouns and pronouns. 
1^^ Let the teacher ask how these objects act. 

Note to the Teacher.-— Bodies may act involuntarily as well as volunta' 
rily. When a body cannot control its own action, it acts involuntarily^ 
but when its action is controlled by the voluntary act of another body , it is 
said to act mechanically . When a body acts mechanically, it is used as a 
means or instrument. The voluntary ageal acts for himself, and uses other 
objects to advance his ends. Thus thinking mind cresLte^ words and sci- 
enceSf and endows them with the power of performing certain functions. 



First Circle in English Grammar, 37 

It then thinks them into agents, and contemplate* them as putting forth 
energies. Hence, nouns ^ verbs, adjectives, etc. ^ are represented as doing 
certain things, when, in fact, they are only the instruments through which 
the acts are performed. As all objects must be either at rest or in motion, 
and must be either agents or instruments, it is evident that all bodies put 
forth energies. 

2. The Naming of Words Denoting Energies or 
Powers. 

Exercise (Uebung) IV. 

I®* Let the following sentences be ivritten on the black- 
board : 

1. John plays. 4. Eudora reads. 

2. Ava sings. 5. Frank recites. 

3. Hattie studies. 6. Walter walks. 

il^^ The words plays, sings, studies^ reads, recites and 
walks tell what John^ Ava, Hattie, Eudora, Frank and 
Walter no. 

Remark.— As the acts of objects are the first things to arrest our attention, 
and, in Latin and Greek, words denoting these manifestations may consti- 
tute complete sentences, the words denoting the energies of objects are 
called Verbs. Hence — 

Definition. — A word which asserts the mode 
in which an object exists or acts, is called a Verb. 

Remark.— The noun and verl5 may now be contrasted. Thus : The 
noun denotes the object itself ; the verb tells something about it. The 
noun brings objects before the mind ; the verb asserts the mode in which 
they exist or act. The noun presents objects as entireties ; the verb pre- 
sents them as energies or powers. 

Exercise (Uebung) V. 

Jl@^ Let each pupil write sentences eoopressing five acts 
proper to the following objects : 

A horse, a bird, Washington, ships, John, a farmer, 
squirrels, the teacher, a carpenter, Mary. 

Model. — A horse walks, trots, gallops, paces and 
prances. 

REMj^Jut:.— Examine and correct each rpttpil's preparation. 
3* 



3S First Circle in English Grammar. 

Exercise ( Uebung) VI. 



Let each 'pupil write sentences^ expressing five states 
proper to each of the following objects : 

A boy, books, trees, Napoleon, William, a knife,, a 
ball, mother, a car, an ox. 

Model. — A boy may licy sit, stand, sleep, or watch. 

Note to the Teacher. — Be careful lest your pupils use adjectives to exr 
press the state of the given object. 



3. The Eecognition of Verbs. 
Exercise (Uebung) I. 
Let the folloioing sentences be written on the black- 



board : 



1. Those who visit the city and go to the parks, are^ 

surprised to see so many birds flying about. 

2. Mabel was in the kitchen when she heard her father 

call her. 

3. She had climbed into a chair and taken a vase from 

the mantel, which had slipped from her hands, 
and fallen to the floor, where it was broken to, 
pieces. 

4. Mabel was alarmed at what she had done. 

5. She ran out of the room and shut the door, hoping 

that no one would know she had been there. 

Model. — The boy tried to climb the tree, but fell. 

Note to the Teacher.— Let one pupil mark (draw a double line beneath) 
all the verbs in the first sentence, while the others observe, correct mistakes, 
and supply omissions. Let each sentence be treated in the same way. The 
question, Hoio do you know this word to ^^ a verb ? should be repeatedly. 
HSked. 



First Circle in English Grammar. 39 

Exercise ( Uebung) II. 

' JLet the pupil mark all the verbs and nouns i7i the 
following sentences : 

1. A lie is anything said or done to deceive. 

2. He is a coward who is afraid to speak the truth. 

3. Do you know the child who never told a lie ? 

4. Priceless gem ! The pearl of Truth ! 
Brightest ornament of youth 1 
Seek to wear it in thy crown ; 
Then, if all the world should frown, _ 
Thou hast won a glorious prize 
That will guide thee to the skies. 

Exercise {Uebung) III. 

H®" JLet the teacher take the same selection she used-far 
nouns J and assign a paragraph from which all the verbs are 
to be selected. 

Note to the Teacher.— The pupUs should write lists of the verbs they 
recognize, which lists should be carefully examined at the recitation. 



Exercise {Uebung) IV. 
Let the next paragraph be taken as the next lesson. 

Note to the Teacher.— AVhile the teacher reads the words slowly, 
clause by clause, let the pupils write the verbs in class. 

Exercise {Uebung) V. 

®^* Let the next paragraph constitute the following les- 
son. 

Note to the Teacher.— Let the first line be read by some pupil and all 
the verbs be pointed out, while the others attend and criticise the work. 
Let these exercises be continued as long as necessary. 



40 First Gircle in English Grammar. 



CHAPTEK VII. 



Adj ectives (Eigenschaftsworter) . 

1. Words Denoting the Quality or Condition of 
Objects. 

Exercise {IJebung) I. 

"^^ Let the teacher take an apple and direct her pupils 
to examine it, after which let her ask such questions as these : 

What is the size of this apple ? [large, smalL] What 
is its color? [red, yellow^ russet, green.! What is its 
shape ? [roundj oblong , flattened.'] What is its consist- 
ency? [hard, softy mellow, smooth.'] What is its taste? 
[sweet, sour, hitter y insipid.] How can you tell its size, 
color and shape? [sight.] How can you tell its consist- 
ency ? [touch.] How can you tell its flavor ? [taste.] 
Can you name any other qualities of the apple ? Name 
them. VVhat is the function of such words as red, 
round, hard, sweet and large ? These words show differ- 
ences by which we may distinguish one object from 
another. 

Exercise {Uebung) II. 



^Ijct the teacher take a piece of crayon, and showing 
it to her class, let her ask — 

What is the color of this crayon ? Have you seen 
crayons of different colors? What is its size ? Men- 
tion ^ve things larger than the crayon ; five things 



First Circle in English Grammar, 41 

smaller; live things of about the same size. What is 
its shape ? What things have the same shape ? What 
is its consistenc}' ? Mention five things which are 
harder than the crayon ; five, that are softer ; five, of 
about the same consistency. Can you break it ? What 
other things can be broken ? Of what use is it ? 

Let the qualities thus elicited be embodied in a sen- 
tence. Thus ; This piece of crayon is lohitej etc. 



Exercise (Uebung) III. 

Let such sentences as these be written on the black 
board : 

1. Winter is near, distant, past. 

2. William is anxious, quiet, boisterous, stubborn. 

3. Mabel is healthy, sick, convalescent, dead. 

4. Helen isjoyous, despondent, pleased, angry. 

5. The fields look barren, fresh, green, desolate. 

6. Pero was a splendid large Newfoundland dog, 

with a white spot under his neck. 

7. He had a beautiful head, and large brown eyes 

full of courage. 

8. Go away from the light, little miller, 

'T will singe your beautiful wings; 
I know it is bright, and a glorious sight; 
But it isn't quite right, little miller, 

To play wiih such dangerous things. 

I^^What is said of winter? William? Mabel? 
Helen? fields? 

REMAHK—Some wonlb c/t'no^e, but do not assert, {he mode in which an 
object exists. If theatate expressed be internal, it is called condition ; but 
if it be external, it is called position or situation. 



42 First Circle in English Grammar. 

2. The Naming op Words Denoting Quality or 
Condition. 

Exercise (Uebung) I. 

I^* Let the following sentences be written on the black- 
board : 

1. Large, red apples grew on a graceful tree. 

2. Pretty little girls were playing in a beautiful hall. 

3. The teacher gave all the diligent pupils valuable gifts. 

4. The morning was quiet, serene and bright, 

5. Ida wsis peevish, impatient and revengeful, 

|@*Let these sentences be examined. Two things 
may be brought out, viz : 

1. The italicised words are all joined to nouns. 

2. The italicised words express the quality or con- 

dition of the objects denoted by the nouns. 
Words which are thus joined to nouns to show the 
quality or condition of objects, are called Adjectives. 
Hence — 

Definition. — A word joined to a noun to 
show the difference which distinguishes one ob- 
ject from another, is called an Adjective. 

Remark. — Adjectives answer the quet>tions» Of ivhat kind9 In what 
condition 9 

3. The Eboognition of Adjectives. 

Exercise (Uebung) 1. 

fi®* Let the following sentences be written on the black- 
board: 

1. Gold is of a bright, yellow color, and is very heavy. 

2. Iron is quite hard^ and is malleable and ductile. 



First Circle in English Grammar, 48 

3. I saw a sly little squirrel, with nimble feet. 

4. A beautiful butterfly, careless aud gay, is flitting 
from flower to flower. 

5. We should be as grateful and joyous as birds. 

Kemark.— Let the pupil point out tjbe adjectives as they did the nouns 
and verbs. 

Exercise (Uebung) II. 

S^^JJet the first paragraph of the piece formerly assigned 
constitute the next exercise. 

Rkmabk.— Let the pupils select the adjectives as they did the nouns and 
verbs. 



Exercise {Uehung) III. 
Let the next paragraph constitute the next lesson. 

Remark,— These exercises should be continued until all the adjectives 
are selected without mistake. 



Exercise ( Uebung) IV. 

Let the pupil now select all the nouns, verbs and 
adjectives /rom selections assigned. 



Review questions should frequently be asked 
such as, What is a noun ? a verb? an adjective ? What is 
the diff'erence between a nou7i and an adjective ? What is 
the difference between a verb and an adjective ? What 
adjectives in the sentence denote qualities seen ? heard f 
touched ? tasted f smelt ? thought ? 

Remark. — The noun, the verb, and the adjective are called Notion Words 
{Begriffiworter) . 



44 First Circle in English Grammar. 



CHAPTEE YIIL 



Words and Syllables {JVdrter und Silben). 

I. Words {W'drter). 

A word designates (bezeichnet) a notion or a relation, 
and may be either audible (Jidrbar) or visible (sichthar') , 
that is, a word may be either spclxn or written. 

A Written Word consists of syllables and letters. 

A Spoken Word consists of syllables and elementary 
sounds. 

Remark. — As we have thus far treated the sentence as the unit of discourse 
and found that the subject and predicate were proximate elements, w?iih* 
nouns, verbs and adjectives were ultimate elements, so we shall now treat 
the ivord as the unit of discourse, while syllables will constitute its pr* x- 
IMATB elements, and letters or sounds, its ultimate elements. 

2. Syllables (Silben). 

A Spoken Syllable is that part of a word which may 
be uttered by a single impulse of the voice; as, im-pulse, 
ut-tered, move-ment. 

A Written Syllable consists of the letters which de- 
signate the elementary sounds of a spoken syllable, 
together with those letters which are no longer signifi- 
cant ; as, thought'ful, thor-ough-ly, in which u^ g and li 
no longer represent elementary sounds. 



First Circle in English Grammar. 45 

Exercise (Uebung) I. 

' Ij€t the foil otving words be separated into uttered and 
written syllables : 

TaleDts angel bright, if wanting worth, are shining 
instruments in false anabition's hand, to finish faults 
illustrious and give renown to infamy. 

Model. — Tal-ents consists of two syllables, because 
two impulses of voice are requisite for its utterance. 

Exercise (Uehung) II. 

t^i^ Let suitable loords be selected from the reading lesson 
and writf.en on the board for drill. 

3. Words Classed by Syllables. 

As words may consist of one, two, three, or more 
syllables, so they are named according to the number 
of syllables they contain. 

1. A word of one syllable is called a Monosyllable 

{Mnsilbig); as, strength, thought, pique, thanks, a, 

of, I. 

2. A word of two syllables is called a Dissylla- 

ble {Zweisilbig) ', as, author, grammar, ado, gra- 
cious, 

3. A word of three syllables is called a Trisylla- 

ble {Dreisilbig') ) as, fortunate, thankfully, cheer- 
fidly, exercise. 

4. A word of more than three syllables is called 

a Polysyllable (Me/irsilbig')', as, constitution, 
ineritonous, syllabification, incomprehensibility. 

llEMARK. —Words of more than one syllable are sometimes oalled poly- 
syllabic. 
4 



46 First Circle in English Grammar, 

Exercise ( Uehung) I. 



' Let the pupil ynake four lists of the following ivords 
putting all the monosyllables in one list, the dissylla- 
bles in another, the trisyllables in a third and the poly- 
syllables in a fourth. 

There are wonderful plants far over the sea, 
But what are they all to the Christmas tree ? 
Does the oak bear candies, the palm-tree skates? 
But sugar-plums, trumpets, doll-babies, slates, 
Picture-books, elephants, soldiers, cows, 
All grow at once on the Christmas tree boughs. 

Remark. — Such words assugar-plums, doll-babies, and picture-books are 
ealled compound words. Why? 

Better than gold is the sweet repose 

Of the sons of toil, when their labors close; 

Better than gold is the poor man's sleep, 

And the balm that drops on his slumbers deep; 

Better than gold is a thinking mind. 

That in realms of thought and books can find 

A treasure surpassing Australian ore, 

And live with the great and good of yore. 



Exercise ( Uebung) II. 
Let the pupil write ten ivords of each kind. 
Exercise (Uebung) III. 



' Let the pupil make lists of the words in some para- 
graph selected from the reading lesson. 



First Circle in English Grammar. 47 



CHAPTEE IX. 



Letters {Buchstaben). 

The visible (sichtbare) elements of words are called 
Letters. 

The English (also the German) Alphabet contains 
twenty-six letters which have three forms in English 
and two in German, viz : 

1. Small letters (kleine Buchstaben)) as, a, b, c, d, 

e, f, etc. 

2. Capitals (grosse Buchstaben) ; as, A, B, C, D, E, 

P, etc. 

3. Small caps (none in German) ; as a, b^ c, d, e, 

F, G, etc. 

Remark 1. — Small caps are used in the body of the names of persons 
and of the first word in reading lessons. (For examples, see Readers.) 

Remark 2. — Inclined letters are called Italics ; vertical letters, Roman. 

Remark 3.— As degrees of emphasis are expressed by Italics, small 
CAPS, and CAPITALS, it is usual in writing to draw one line under a word 
intended to be in Italics, two lines under words intended to be in small 
CAPS, and three liueB under words intended to be in CAPITALS. 

Remark 4. — In German, spaced type (gesperrte Schrift) is used instead of 
Italics and small caps; as, z u f r i e d e n. 

The letters a. e, it, o, u and y are called Vowels; all 
the others are called Consonants. In English, y is 
sometimes a consonant. 

Exercise (Uebung) I. 

j5^ Let the pupil tell the form of the type in the following 
words ; also which letters are vowels and which consonants : 
Thomas Jefferson. Lord Angus, thou hast LIED. 
Go, ring the bells and fire the guns^ 
And fling the starry banners out; 
Shout FEEEDOM till your lisping ones 
Give back their cradle shout. 



4S First Circle in English Grammar, 



OHAPTBE X. 



Sounds {Laute). 

The audible (horbare) elements of words are called 
Elementary Sounds. 

The elementary sounds are divided into two classes, 
viz : 

I. Vowel-sounds {Selbstlaute), 
II. Consonant-sounds (^Mitlaute). 

A Vowel is a sound produced from the vibration of 
the vocal chords, and not interrupted in the vocal 
canal. 

A Consonant is a sound produced by the vibration 
of the vocal chords, but interrupted entirely or par- 
tially in its course through the vocal canal. 

KoTE TO THE Teachek. — Explain as accurately as possible the nature and 
fanction of the vocal chords. Make the puinls put their fingers on their 
throats and feel the vibration as they talk. Explain also what is meant by 
vocal canal and how the different vowels are produced by the lengthening 
and shortening, widening and narrowing of it. Show them that in saying 
i the lips are drawn back while the larynx rises, making the canal as short 
as possible, while the opposite takes place in pronouncing u (in rude) . 
Make the pupils tell how they make the difference between ga-dndka; da 
and ta^ ba and pa, etc. (Cf. Max MuUer's Science of Language, 2nd 
Series, Lecture III, pp 106-174.) 

For convenience of treatment, the vowels may be 
divided into three classes, viz : 

1. Primitive vowels (reine Selbstlaute) > 

2. Derivative vowels (JJmlaute), 

3. Diphthongs (Doppellaute), 

The Primitive vowels are heard in the words me, 
fate, arm, hole and rude, and are identical in English 
and German. 



First Circle in English Grammar. 49 

The Derivative vowels are heard in the words bath 
or air, fall; and earth, two of which, the a in air and 
the e in earth correspond with the umlauts a and 6, 
while the sound of a in fall is wanting in German, and 
the sound of ii in Briider is wanting in English. 

The Diphthongs are heard in the words pine, boy"; 
house, and mule, two of which, i in pine and on in 
house correspond with the German doppellaute in Leib 
and Baum, while the German au or eu is nearly equi- 
valent to oi in toil. 

KEMARX.—The sounds of the vowels as heard in the words male^ meal, 
mile, mole, mule, are called Name-sounds. 

The relations of the vowels are shown in the follow- 
ing diagrams : 

I. Primitive Vowels (reine Selbstlaute), 

a English. German. 

Long e, as in me. i as in ihn. 

Long a, as in fate. e as in eben. 

Italian a, as in arm. a as in Ahn, 

Long o, as in hole. o as in Ohr, 

-u Close u, as in rule, u as in Uhr, 




a 



11. Derivative Vowels (Umlaute). 

English. German. 

Plat a, as in air. a as in Vater. 

^e Broad a, as in all. (wanting.) 

Tilde G, as in her. o as in Loffel. 

French, ii (wanting). ii as in Briider. 



Rbmabk.— The umlaut o in Gerjoaan is not quite identical with Tilde e. ] 
4« 



50 First Circle in English Grammar. 

III. Diphthongs (Doppellauts)^ 

English. German. 

Longl, composed of a in arm and i in pit. Ei as in Leib. 
oi or oy, '* of a in all and i in pit. Eu or au. 
ou or ow, ^' of a in arm and u in put. Au in Haus. 
Long u» " of i in pit and u in rule. Ju in Jube. 

Exercise (Uebung) I. 

WS^ Let the pupil select the vowel-sounds from the follow- 
ing words and tell like the vowel in xohat word it sounds : 

Meed, meat, mete, bier, seize, pique, key, tame, deal, 
vain, lief, bought, taught, stall, psalm, calm, mourn, 
hall, tour, balm, dote, toad, food, laugh, loose, sauce, 
routine, earth, fur, tooth, lath, path, hoop, truth, vine, 
joy, house, wine, mouse, coil, dew, mule. 

Exercise (Uehung) II. 



• Let the pupil pronounce the following words, and 
give the vowel sound in each : 

There 's a good time coming, boys, 

A good time coming : 
The pen shall supersede the sword, 
And Right, not Might, shall be the lord, 

In the good time coming. 
Worth, not Birth, shall rule mankind, 

And be acknowledged stronger; 
The proper impulse has been given ;— 

Wait a little longer. 



First Ckrck in English Grammar, SI 



CHAPTEE XL 



Quantity of Vowels {Dehnung una Schdrfung). 

The Primitive and Derivative vowels may be long 
or short, as heard in the following words : 
Long vowels : me, fate, air, arm, all, earth; home, rude. 
Short vowels : pit, met, at, art, not, up, wholly, put. 

Exercise {Uebung) I. 

Vs^ Let the teacher utter the following words and let the 
pupil give the corresponding long vowel-sounds : 

At, get, bring, fit, net, mat, cart, what, put, up, foot, 
dot, jet, pat, chart, slit, wert, dirt, flirt, fret, wet, pull, 
oats. 

Note. — Pronounce the word and then utter the vowel sound which it 
contains . 

Exercise (Uebung) II. 

$^ Let the teacher utter the following words and let the 
pupil give the corresponding short vowel-sounds : 

Mate, mete, mite, mote, moot, air, mirth, gall, kite, 
treat, calm, grow, crude, seize, field, wrath, path, grace, 
yield. 

Exercise (Uebung) III. 



' Let the teacher utter the following words, and let the 
pupil give the corresponding long or short vowel-sounds : 
Oh ! a wonderful stream is the river of Time, 

As it runs through the realm of tears, 
With a faultless rhythm and a musical rhyme 
And a broader sweep and a surge sublime, 
As it blends in the ocean of years 1 



52 First Circle in English Grammar. 

I. Vowels denote long sounds under the following 
circumstances : 

1. A vowel is long and represents its name sound; 

when it ends an accented syllable, as, sd-cred, 
nd-body^ fd-vor-ite. 

2. A vowel is long generally when it is followed by 

a^ e, iy or o, in the same syllable ; as, /ear, deer, 
field, fatly door, people, 

3. A vowel is long when followed by any con- 
sonant (except v) and silent e ; as fate, mote, 
mile, mute, live, dove. 

Remark. — Before v vowels vary; ti3, dove, drove, shove, hove. 

4. All diphthongs are long ] as, pine, oil, house, mide, 

II. Vowels denote short sounds under the follow- 

ing circumstances : 

1. A vowel is short generally when it is followed 
by one or more consonants in the same syl- 
lable ; as, man^ rat, miss. 

Remark. — A. vowel foUowed l>y a single consonant is long in German. 

2. A vowel is short or slight and has its primitive 
sound in all unaccented syllables; as, spoliation, 
infidelity, inflammatory. 

Exercise {Uebung) 

r 

Jl®* Let the teacher select paragraphs from the reading 
lesson and require her pupils to distinguish the length of the 
vowels and tell why they are long or short. 



First Circle in English Grammar. 53 



CHAPTEE XII. 



Consonants (Mitlaute). 

There are twenty-six consonant sounds in English and 
twenty-one in German. 

I. TFand y are called Semi-vowels ; wli and A^ Aspirates. 

1. The sound of w. 

To produce this sound, utter the sound of oo (close u) 
in good so as to blend it with the following vowel ; as^ 
oo-e=we ; oo-a-s=wa8 3 oo-oo-l. 

Remakk. — This sound is wanting in German. 

2. The consonant sound of y. 

To produce this sound, utter the sound of e in feet so 
as to blend it with the following vowel; as, e-e-s=yes ; 
e-e-l-d=yield • e-o-n-d-e-r=.y owdiew 

Remark — This sound is represented in German by j (jot) . Also in English 
by j in the word hallehijah. 

3. The sound of wh. 

To produce this sound, bring the lips close together 
and then separate them suddenly, allowing the breath 
to escape without obstruction. 

Remark. — This sound is wanting in German. 

4. The sound of A. 

Adjust the organs to the position for forming the 
following vowel, and then blend the breath with the 
vowel sound ; as, h-ow=^how ; A-arm=harm. 

Exercise (Uehumj). 

il^" Let each pupil select all the sounds of w, y, wh and 
h from the following words and tell how they are produced : 

Wine, yeast, white, hole, whole, why, Wheat, went, 
yesterday, your, young, wrong, him, hour, brilliant 
mnion, vineyard, vignette, soldier. 



54 First Girdle in English Grammar. 

II. L, rough r and smooth r are called Trillg. 

5. The sound of I, 

To produce Z, bring the tip of the tongue in con- 
tact with the upper gum and sing. 

6. The sound of trilled (impure) r. 

To produce this sound, cause the tongue to vibrate 
against the inner gum of the upper teeth and sing. 

7. The sound of smooth r. 

To produce this sound, depress the back part of the 
tongue slightly, then direct the breath against the back 
part of the roof of the mouth and sing. 

Remark. — This sound is wanting in German. 

Exercise ( Uehung). 

l^^^Let the pupil select the sounds of 1 and r from the fol- 
lowing words and tell how they are produced : - 

Epistle, for, rough, ring, wrong, link, error, little, 
bottle, candle, rabble, florid, horrid, lyric. 

III. M, n, and ng are called Nasals. 

8. The sound of m. 

To produce this sound, close the lips, open the nasal 
passages and sing through the nose. 

9. The sound of smooth n. 

To produce this sound, place the forepart of the 
tongue against the inside of the upper leeth, open the 
nasal passages and sing through the nose. 

Remark. — N is smooth except when it comes before g, k, or ch hard as in 
anchor. In angel, n is smooth, because g is soft like j. 

10. The sound of ng (guttural n). 

To produce this sound, open the mouth, apply the 
back part^of the tongue to the soft palate, open the nasal 
passages and sing through the nose. 



First Circle in English Grammar, 55 

Exercise (Uehung), 
the pupil select and sound all the m's n's and ng's 
in the following words : 

Bring, think, anger, near, mingle, frank, sink, sank, 
angle, ange], mamma, single, song, anchor, ant-hill. 

IT. B, p ; d, t; j, eh ; g, k are called Explosives. 

11. The sound of b. 

To produce this sound, compress the edges of the lips, 
close the nasal passages, and sing. 

12. The sound of p. 

To produce this sound, bring the edges of the lips into 
firm contact, compress the breath and suddenly open 
the lips. 

13. The sound of d. 

To produce this sound, place the forepart of the 
tongue firmly against the inside of the upper teeth, 
compress the breath and sing, 

14. The sound of t. 

To produce this sound, place the forepart of the 
tongue firmly against the inside of the upper teeth 
and compress the breath until it removes part of the 
obstructing edges. 

15. The sound of j. 

To produce this sound, place a part of the tongue 
near the tip against the roof of the mouth and sing. 

Remark.— This sound is wanting in German . 

16. The sound of ch. 

To produce this sound^ place a part of the tongue 
near the tip against the roof of the mouth, compress the 
breath and then suddenly withdraw the tongue and 
emit the breath violently. 

Remark— This sound is wanting in German. 



56 First Circle in English Grammar, 

17. The sound of g. 

To produce this sound, elevate the back part of the 
tongue until it touches the soft palate, compress the 
breath and sing. 

18. The sound of li. 

To produce this sound, elevate the back part of the 
tongue until it touches the soft palate, compress the 
breath and then allow it to escape suddenly. 

ExERcrsE (Uebung). 

IS^^ Let the pupil select all the explosive sounds from the 
following words and tell how they are produced : 

Blind, grudge, turn, trust, deed, mind, cat, dog, frog, 
feet, dust, risk, that, horse, house, fists. 

Y. Y, f; th, th ; z, s; zh, sh are called Continuants. 

19. The sound of v. 

To produce this sound, place the lower lip against 
the edges of the upper front teeth and sing. 

Remark. — This is the German w (vay) nearly. 

20. The sound of/. 

To produce this sound, place the lower lip against the 
edges of the upper front teeth, and force the breath 
through the aperture. 

Remark. — This is the German van (v) or eff (f) . 

21. The sound of flat (sonant) th. 

To produce this sound, place the tip of the tongue 
against the inner surface of the upper front teeth and 
sing. 

Remark,— This sound is wanting in German. 



First Circle in English Grammar. 57 

22. The sound of sharp {surd) th. 

To produce this sound, place the tip of the tongue 
against the inner surface of the upper front teeth, and 
then force the breath through the aperture. 

Remark. — This sound is wanting in German. 

23. The sound of smooth z. 

To produce this sound, round the tip of the tongue 
jind bring it near the upper front teeth, then press its 
sides against the upper side teeth and sing. 

Hemakk. — Initial s represents this soundin German, The G( riiian z is a 
<iouble consonant equivalent to ^s in English; as, tanz zitanU 

24. The sound of sharp 6. 

To produce this sound, round the tip of the tongu^e 
and bring it near the upper front teeth, then jiress its 
sides against the upper side teeth^ and force the breath 
through the aperture. 

25. The sound of impure z as in vision. 

To produce this sound, round the tip of the tongue, 
bring it near the upper front teeth, draw the tongue 
inward, raise it in the middle and then sin^i. 

26. The sound of sh. 

To produce this sound, draw the tongue inward from 
its position in making s, raise it in the middle and then 
force the breath through the ajserture. 

Remark — This is the German sch (Es>*-1say-hah). 

Exercise ( Uebung). 



' Let the pupil select the amtimuints from the following 
words and tell how they are produced : 

Vain, fan, thus, this, then, thin, zeal, seal, pleasure, 
shall, measure, flint, fife, such, vision, mission, sure 
811 gar, sumac. 



58 First Circle in English Grammar. 

Correlatives. 



Eighteen of the consonant sounds are correlative^ 
that 18, each sonant has a corresponding surd. 

Sonants: w b d j g v th z zh 
Surds : wh p t ch k f th s sh 

Exercise (Uebung). 

M^^ Let the pupil select the consonants from the following 
words and give their correlative sound : 

Nation, various, truth, miser, thinkable, furious, na- 
tural, sugar, vinegar, zinc, forward, yes, yell, soldier, 
spaniel, thin. 

j^^^As correlative sounds are interchanged in pronuncia- 
tiony the following rules must be observed : 

EuLE I. — When a sonant follows a surd or a surd fol- 
lows a sonant in the same syllable^ the following con- 
sonant is changed into its corresponding correlative; 
as. Thanked is pronounced thankt) ripped is pronounced 
ript. 

Rkmark. — S final has the sound of z, when it follows a sonant or forms 
a syllable with e; as. Boxes (pro. boxez) , brushes (pro. bru&hzz), ribs (pro 

KBBZ) . 

EuLE 11. — S between two vowels or a sonant and a 
vowel, has the sound of z ; as, S in house is changed into 
z in houses ; Absolved is pronounced absolved ; venison is 
pronounced vem^on. 

Remark. — According to the same principle, / is changed to v before^s in 
the plural of 6 ee/, ccZ/, eZ/, half^ knife, life, loaf, leaf , shelf , self, sheaf, thief, 
wife, wolf, staj^ and wharf. 

EuLE III. — TA(surd) at the end of nouns, excepting 
youth Sindtruthy becomes sonant before 5 in the plural j 
as, Th surd in path becomes th sonant in paths. 

Exercise (Uebung). 
W^Let the teacher apply these rules to words selected 
from the reading lesson. 



First Circle in English Grammar. 59 

Miscellaneous Exercises, 



Exercise (JJebung) I. 
the pupil give the sound of w, wh, y, h, 1, and 
Y in the following words and tell how they are produced : 
Word, yard, poniard, filial, we, yet, farewell, roir, 
yarn, wit, pinion, hallelujah, low, high, hear, whole, 
hour, why, serious, pirate, fun, florid, wheat, what, 
who, whose, whom. 

Exercise (JJebung) II. 

H^^ Let the pupil give the sounds of m^ n, and ng in thp, 
follovnng words and tell how they are produced : 

Singer, anger, mind, donkey, anchor, thank, finger, 
lynx, psalm, plumb, mother, congress, language, wind, 
handkerchief. 

Exercise (Uebung) III. 

®@* Let the pupil give the sounds of h, p, v, f, d, t, and 
th in the following words and tell how they are produced : 

Vain, deal, lief, plate, bake, think, this, thin, take, 
dear, plant, free, thus, van, book, mufF, vine, fruit. 

Exercise (Uebung) IV. 

J8@* Let the pupil give the sounds of j, ch, g, k, a, z, zh, 
and sh in the following words and tell how they are pro- 
duced : 

Judge, church, brush, mask, liquor, music, azure, 
vision, fissure, buzz, George, pique, box, queer, knock's, 
muzzle, mission, notion, knit, knife, gag, child, chorus, 
chaise, chore, Noachian, sugar, sure, gorgeous. 

Exercise {Uebung) V. 
JS@* Let the teacher select five words daily and require 
her pupils to produce distinctly all the sounds which they 
contain. 



(>|) First Circle in English Grammar, 

Test Exercises in Review. 



'Let the pupil tell the folio mng things about each Sf/i- 
fence in this exercise : 

I. Subject and predicate. 
IL Kind of sentence. 

III. Eules for Punctuation. 

IV. Eules for Capitals. 

V. Which words are Nouns. 
YJ. Which words are Verbs. 
VII. Which words are Adjectives. 
VIII. Syllables, and kinds according to syllables, 
IX. Forms and kinds of letters. 
X. Names and kinds of sounds. 

Sentences {Sdize). 

1. Washington wiis the first President of the IT. S, 
,2. Niagara Falls is a mighty cataract. 
S.Biiall we gather strength by irresolution ? 

4. How vast is tiie power of the human mind I 

5. 1 heard him tell the boy to stop talking. 

6. The patriarch saw the Bow of Promise rise above 
the world. 

7. King Francis was a hearty king and loved a royal 
sport. 

8. Be thy last days serene and peaceful. 

9. To arms ! To arms ! TO ARMS ! they cry. 

10. Stand ! the ground 's your owUy my braves ! 

11. If Wisdom's ways you 'd wisely seek, 

Five things observe with care; 
Of whom you speak, to whom you speak, 
And lioWj and when, and where. 

FINIS. 



FIRST CIRCLE 



English Grammar, 



BEGIN^nS^ERS. 



xf R. VICKROY. 



Activity is a law of childhood; therefore accustom the child to do. 

— Pestalozzi 

Practice always precedes theory. We do the thing before we understand why 
we do i/.—AGAssiz. 



SAINT LOUIS : 

PUBLISHED BY THE POLYTECHNIC PUBLISHING COMPANY. 

1875. 



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